The document discusses whether preparing an electronic portfolio can help develop skills for reflective practice. It presents research on a three-step reflective framework used to scaffold reflective writing when students wrote for their e-portfolios. The results showed that the framework helped students write at descriptive, explanatory, and supported levels of reflection. It demonstrated that reflecting on experiences, feelings, thoughts and applying knowledge to practice can engage learners reflectively with their work.

1. Is reflective writing an enigma?
Can preparing evidence for an
electronic portfolio develop
skills for reflective practice?
Bronwyn Hegarty
http://www.flickr.com/photos/cubagallery/3368330063/ Doctorate candidate
University of Wollongong, NSW

2. Why this
research?
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3. http://www.flickr.com/photos/araswami/2206733790/ http://www.flickr.com/photos/araswami/2206733790/

4. http://afflictor.com/wp-content/uploads/2010/10/Journal_Henriette_Dessaulles-Henriette-Dessaulles.jpg
Collecting material for an e-
portfolio is relatively easy,
selecting appropriate material
is not so hard………
However, the sticking point
is being able to write
reflectively and critically
about professional practice,
and being able to learn from
the process (Hegarty 2008).
http://journalsandpapersblog.com/page/5

5. Research Question
How do educational practitioners reflect when using
a framework to write about their experiences?
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6. Hatton and Smith (1995) - believed teachers could be taught
how to reflect in preparation for reflective practice, using a
framework to enhance reflection and learning for professional
practice.

7. Participants Masters in Education students
studying multimedia design (n=7)
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8. Case study, as a qualitative method using an
intervention, was chosen to study how
participants responded in a “real-life context”,
and is an approach based on work by Yin (2003,
p. 15).

9. Three-Step Reflective Framework (Hegarty, 2011)

12. http://www.flickr.com/photos/generated/3409686604/

13. Definition of reflection
Deliberate and mindful thinking about one’s experiences and the
self-evaluation of feelings, decisions, understandings and actions,
which may lead to development of professional learning for
professional practice.
Connection between
reflection, professional
Effective reflection learning and reflective
practice
(Based on: Boud & Walker, 1990; Boud et al., 1985; Rodgers, 2002; Tremmel, 1993.)

14. Professional learning
Defined as: learning which has relevance to professional practice
and occurs when new knowledge and understanding, skills and
insights are gained and may lead to the achievement of
professional goals.
(Based on: Hatton & Smith, 1995; Kwakman, 2003; Parsons &
Stephenson, 2005.)

15. Reflective practice
Defined as a process associated with professional learning,
which includes effective reflection and the development of
metacognition, and leads to decisions for action, learning,
achievement of goals and changes to immediate and future
practice.
(Based on: Hatton & Smith, 1995; Kwakman, 2003; Parsons &
Stephenson, 2005.)

16. RESULTS

17. Levels of Reflection Taxonomy
Categories and Sub-categories (in italics) Description
1. Descriptive reflection - Noticing, Deciding, Writing is superficial with descriptions about what
Stating, Self-Questioning, Goals. has happened and the decisions made but not why.
2. Explanatory reflection – Personal; Professional; Analysis of the experience from a personal or
Deciding; Self-Questioning; Reactions; Learning; professional perspective about decisions, reactions,
Stating; Goals. learning and goals.
3. Supported reflection – Evidence Mentioned; Evidence from the literature is mentioned in some
Evidence Identified; Learning from Evidence; way or referenced.
Reactions to Evidence.
4. Contextual reflection – Analysis; Cross-Linking; Different perspectives are considered and compared
New Perspectives. to own views which may change.
5. Critical reflection – Application of Learning. Multiple perspectives and consideration of wider
professional issues, how learning will be used.

18. 80% Descriptive
Explanatory
Supported
70%
Contextual
Critical
60%
% Frequency
50%
40%
30%
20%
10%
0%
Qadir Marie Nicholas Teresa Yonten Ruth Nabil
Five levels of reflection in written reflections (n=7).

19. 80%
Noticing
70% Deciding
Stating
60%
Goals
50%
% Frequency
Self-Questioning
40%
30%
20%
10%
0%
Qadir Marie Nicholas Teresa Yonten Ruth Nabil
Frequency of Descriptive types of reflection (n=7).

20. Themes
Reflections and
Professional capability learning in multimedia
design subject
connected to actions in
Professional practice.
learning
Professional
context
Indicative of
professional learning
and reflective practice.
Professional practice

21. Conclusion
The Reflective Framework
scaffolded reflective writing
for an ePortfolio.
Three levels of reflection -
Descriptive, Explanatory,
Supported.
Demonstrated - Noticing -
feelings, thoughts
knowledge – Application to
Practice - engaging
reflectively with their
practice.
http://www.flickr.com/photos/bswise/4034981426/

22. Is reflective writing an enigma?
Can preparing evidence for an
electronic portfolio develop
skills for reflective practice?
NO – it can be scaffolded.
Yes – effective reflection,
capacity for professional
http://www.flickr.com/photos/cubagallery/3368330063/ learning.